1. 1 Personal Odysseys: safely navigating professional development in a distributed community Simon Allan Caroline Marcangelo Andy White University of Cumbria

2. 2 Personal Odysseys Context of research PgC Academic Practice Programme aims to develop identity as an HE practitioner Evolving learning environment* Emerging digital habitat to support distributed / distance cohorts *see evolution timeline How do HE practitioners develop a sense of professional identity in a distributed learning community?

3. 3

4. 4 Informed by… Learning and identity in communities (Wenger, 1991) Through increasing participation in communities, people develop a sense of identity interlinked with developing their practice

5. 5 Learning and Technology Summary of findings from the literature: Learning theory is the driver for change Recognition of move from transmissive/cognitive to approaches that embrace transformative, social constructivist, and socio-cultural ideas Learning technologies provide a tool for this shift, but not a ‘theory’ in themselves The critical and productive learning – and meta learning – of how to use technologies is itself one of the most important socialising practices of modern education and will have to be high on the agenda Saljo R (2004) Learning and technologies: people and tools in co-ordinated activities International Journal of Education Research 41:493

6. 6 Observing identity and community Three planes for observing sociocultural activity (Rogoff, 1995) Community (Apprenticeship) “…newcomers to a community of practice advance their skill and understanding through participation with others in culturally organized activities.” (p.60) Interpersonal (Guided participation) “…the mutual involvement of individuals and their social partners, communicating and coordinating their involvement as they participate in socioculturally structured activity.” (p.63) Personal (Participatory appropriation) “…the process by which individuals transform their understanding of, and responsibility for, activities through their own participation” (p.63)

7. 7 Supporting online communities “Not all students need to feel part of a community, but for some it can make all the difference to their experience of studying online” (Kear, 2011, p108) literature discusses what is required for designing an effective on-line environment but it is essential to consider that individual participants will also find their own means of working together

8. 8 Affordances of the digital habitat TechnologiesIndicative Activities Community Blackboard Twitter Announcements Twitter feed Professional standards Interpersonal Blackboard (wiki, blog, discussion boards) Microsoft LiveMeeting Email Instant Messaging Pebblepad Activities requiring VLE use Sharing of ‘patches’ for peer feedback Peer & mentor observations Tutorials Personal PebblepadReflection Assessment activities

9. 9 Research methods Survey of PgC participants, 2005–2012: 76/268 (28.4%) 2 x focus groups of current participants (20 respondents) Interview ‘blogs’ of programme team Next phase: Interviews of current participants

10. 10 Findings (1) Neutral effect of changing and increasing digital habitat within the programme on a sense of professional identity:

11. 11 Identity Development

12. 12 Findings (2) Importance of assessment for learning:

13. 13 Findings (3) Community Importance of socially-orientated learning activities in developing a sense of community

14. 14 Findings (3) Community “We’ve been using a combination of different things, haven’t we. Like text, email and Skype.” “Yes, we were all really chuffed when we managed to use that [Skype] to do our debate.” “After we did the Skype discussion the FDL session made more sense to me – before that I’d only used it with my Dad who lives away.” Focus group comments

15. 15 Tensions in current assessment design So although our findings show: –assessment is seen as central to learning –social learning activities are valued Our focus group findings suggest there is some anxiety arising when community participation stakes are higher, i.e. form part of assessment tasks However the sense of satisfaction and achievement when this has taken place is also higher “Being a requirement (digital) has pushed me outside my comfort zone and made me learn things.” “Yes, the only way to learn is to be pushed beyond comfort.” Focus group comments

16. 16 Findings (4) Identity development Features of the programme that contribute to a sense of professional identity as an HE practitioner

17. 17 Factors influencing sense of professional identity Mediating artefacts most significantly contribute to identity as an HE practitioner The highest aspect is engagement with professional standards. Other influences of identity development involve interpersonal relationships with other community members – including peers on the programme. Suggesting that the cohort begin to see each other as legitimate members of the community and this reciprocates

18. 18 Findings (5)

19. 19 Personal odysseys… A strength of the programme is that is allows for personal odysseys to occur, and the data indicates that the endpoint remains consistent for colleagues who participate – ie the aim of the programme to enhance a sense of identity as an HE practitioner, is achieved. This suggests that there is flexibility and challenge for those navigating their way through this ‘becoming’. And although the digital habitat evolves, it remains neutral in achieving this aim. Returning to the question… has the digital habitat influenced student learning?

20. 20 How is this achieved? Returning to the question of HOW do HE practitioners develop a sense of professional identity in a distributed learning community? Problem solving and use of personal agency –Supports community–building and group bonding –Resistance to extending personal agency outside the framework of the programme without seeking ‘permission’ –this has been particularly effective is where groups have taken active ownership in providing themselves with opportunities to learn collaboratively

21. 21 “We’ve got a member of our group studying at a distance and are worried she is suffering by not being able to join in …. In our [face-to-face] 1.5 hour meeting we recorded our discussion and have shared our audio and pictures on a blackboard discussion board and have agreed for her to comment on these and for us to respond …” Focus group comment “The benefits if you’re using something you’ve never used before – well it’s made me network much in the University, because I’ve had to. It does make you explore areas where you would not normally go.” Focus group comment

22. 22 Reflections Much of what we have discovered has helped to legitimize a pedagogical approach that supports professional learning, community participation and identity development. Suggests technology is neutral – technology ‘angst’ not impacting on achievement. This is also mirrored by Programme Team experiences – there may be challenges, but as with participants, we all find a way to navigate our way through. Linked to: Empowering participants to take more ownership of their leaning environment in the digital space – enabling personal odysseys to occur.

23. 23 Reflections continued There is a relationship between assessment and identity mediation –assessment tasks have become increasingly important to people’s learning, and they feature mediating artefacts (professional standards) and relationships (peers, mentors, tutors). We want to explore this further. The professional learning enabled by the PgC is ‘slow-burning’. What is the extent of this impact and does it igniting fires that are outside of the programme outcomes – in particular, digital literacies? “The mind is not a vessel to be filled, but a fire to be kindled.” Plutarch

24. References and Reading Chesney, S. & Marcangelo, C. (2010) ) ‘There was a lot of learning going on’ Using a digital medium to support learning activities in a professional course for new lecturers. Computers and Education: 54; 3, April 2010, Pages 701-708 Laurillard D (2012) Teaching as a Design Science: building pedagogical patterns for Learning & Technology; Abingdon, Routledge Jonassen D & Land S (eds) (2012) Theoretical Foundations of Learning Environments (2 nd Ed) Abingdon, Routledge Kear, K (2011) Online and social networking communities: a best practice guide for educators; Abingdon, Routledge Rogoff, B (1995) Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation and Apprenticeship Ch4 in Wertsch, J.V., DelRio, P. & Alvcarez, A., (eds) (1995) Sociocultural Studies of Mind. Cambridge, Cambridge University Press Saljo R (2004) Learning and technologies: people and tools in co-ordinated activities: International Journal of Education Research 41:493 Sharpe, R., Beetham, H., & DeFreitas, S. (Eds)(2010) Rethinking Learning for a Digital Age; Abingdon, Routledge Wenger, E., White, n. & Smith, J.D. (2009) Digital Habitats – stewarding technology for communities: Portland, CPSquare

25. Contact details Simon Allan: Simon.allan@cumbria.ac.uk Caroline Marcangelo: Caroline.marcangelo@cumbria.ac.uk Andy White: Andy.white@cumbria.ac.uk